Study on integrating listening speaking skills to enhance the speaking skills for second year undergraduate students

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG --- STUDY ON INTEGRATING LISTENING-SPEAKING SKILLS TO ENHANCE THE SPEAKING SKILLS FOR SECOND YEAR UNDERGRADUATE STU

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG

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KHÓA LUẬN TỐT NGHIỆP

NGÀNH : NGÔN NGỮ ANH

Sinh viên : Tô Cao Duy

Giảng viên hướng dẫn: ThS Nguyễn Thị Quỳnh Hoa

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG

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STUDY ON INTEGRATING LISTENING-SPEAKING SKILLS TO ENHANCE THE SPEAKING SKILLS FOR SECOND YEAR UNDERGRADUATE STUDENTS

KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY

NGÀNH : NGÔN NGỮ ANH

Sinh viên : Tô Cao Duy

Giảng viên hướng dẫn: ThS Nguyễn Thị Quỳnh Hoa

HẢI PHÒNG – 2020

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG

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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP

Lớp : NA1701

Ngành : Ngôn ngữ Anh

Tên đề tài: Study on integrating listening-speaking skills to enhance the

speaking skills for second year undergraduate students

NHIỆM VỤ ĐỀ TÀI

1 Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp

………

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………

………

2 Các tài liệu, số liệu cần thiết ………

………

………

………

………

………

………

………

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3 Địa điểm thực tập tốt nghiệp ………

CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP

Họ và tên : Nguyễn Thị Quỳnh Hoa

Học hàm, học vị : Thạc Sĩ

Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: on integrating listening-speaking skills to enhance

the speaking skills for second year undergraduate students

Đề tài tốt nghiệp được giao ngày 03 tháng 08 năm 2020

Yêu cầu phải hoàn thành xong trước ngày 16 tháng 10 năm 2020

Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN

Sinh viên Giảng viên hướng dẫn

Hải Phòng, ngày tháng năm 2020

TRƯỞNG KHOA

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập - Tự do - Hạnh phúc

PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP

Họ và tên giảng viên:

Đơn vị công tác:

Họ và tên sinh viên: Chuyên ngành:

Nội dung hướng dẫn:

1 Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp

2 Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.T T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)

3 Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm

Giảng viên hướng dẫn

(Ký và ghi rõ họ tên)

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập - Tự do - Hạnh phúc

PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN

Họ và tên giảng viên:

Đơn vị công tác:

Họ và tên sinh viên: Chuyên ngành:

Đề tài tốt nghiệp:

1 Phần nhận xét của giáo viên chấm phản biện

2 Những mặt còn hạn chế

3 Ý kiến của giảng viênchấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm

Giảng viênchấm phản biện

(Ký và ghi rõ họ tên)

Table of content

Acknowledgment

Part 1: INTRODUCTION 1

1 Rationale 1

2 Aim of the study 1

3 Scope of the study 2

4 Methods of the study 2

5 Design of the study 2

Part 2: DEVELOPMENT 3

CHAPTER 1: THEORETICAL BACKGROUND 3

1 Definition of the listening skills 3

2 Types of listening 4

2.1 General Listening Types: 4

2.2 Specific Listening Types 6

3 Basic ways for students practice specific listening skills 8

3.1 Listen to your favorite subjects 8

3.2 The audio materials suitable for your skills, levels 9

3.3 Take not spelling, vocabulary and grammar 10

3.4 Use transcripts of the materials you listened after practicing 11

4 Definition of the speaking skills 11

4.1 Definition of speaking skills? 11

4.2 What is speaking skills? 12

5 Types of speaking 13

5.1 Form-focused speaking 14

5.2 Meaning-focused speaking 14

5.3 Opportunities to improve fluency 14

6 Basic ways for students practice speaking English 15

6.1 Improve your confidence ability before speaking 15

6.2 Speak everywhere and every time 15

6.3 Toning in speaking, stress in speaking English 15

6.4 Learn phrases, not word for word 16

7 Relationship between speaking skills and listening skills in social communication 16

CHAPTER 2: RESEARCH METHODOLOGY 18

1 The participants 18

2 Survey questionnaire and data analysis 18

CHAPTER 3: FINDINGS AND DISCUSSION 32

1 Conclusion 32

2 Solutions to improve listening skills 35

3 Solutions to improve speaking skills 36

4 Solutions to integrate listening and speaking skills at the same time 37

Part 3: CONCLUSION 38

1 Conclusion 38

2 Suggestions from the study 38

3 Limitations from the study 42

REFERENCES 43

APPENDIX 44

List of charts and tables

Chart 1: Best skills the students found at 18

Chart 2: The students found their most important skills 19

Chart 3: Answering whether they have heard about teaching methods of integrating listening and speaking skills at the same time 20

Chart 4: Which learning methods the students applied to 21

Chart 5: Abilities of using speaking and listening skills - Haiphong private university (20 students) 22

Chart 6: Abilities of using speaking and listening skills - Vietnam maritime university (20 students) 23

Chart 7: Abilities of using speaking and listening skills - Haiphong university (20 students) 24

Chart 8: Abilities of using speaking and listening skills – Ace English center (20 students) 25

Chart 9: Abilities of using speaking and listening skills – Aten English center (20 students) 26

Chart 10: What techniques your English teachers were best at 27

Chart 11: Levels of interaction between students and teachers 28

Chart 13: The best ways the students found to learn English 30

Chart 12: The teaching methods the students felt about 29

Table 1: Speaking skills of the students when they started learning English 31

Table 2: General look at each place teaching English 33

Table 3: General opinions of the students towards their learning methods 34

Acknowledgment

My graduation paper could not have been completed without a huge contribution of Ms Nguyen Thi Quynh Hoa, my supervisor, who gave me valuable instructions, ideas, advice, as well as materials Therefore, many of my gratitude for Ms Quynh Hoa, what you have believed in my ability to finish this adventure I would like to thank Haiphong Management and Technology University for giving me a very important opportunity to have such a special journey in this environment This school taught me a lot of things, when I was only a little boy with not much knowledge in my life And last but not least, I also would like to thank all my family members, who always believe in me, support me to do this job, always create the best quality furniture, and atmosphere so as to keep me concentrated on this final task

Hai Phong

To Cao Duy

Part 1: INTRODUCTION

1 Rationale

English has long been a common language of the world, just using English you can communicate with more than 1.5 billion people on this planet English is used everywhere, from everyday life such as communication, movies, music

to international business, conferences and organizations all use English for exchange According to the trend of globalization, it is impossible not to master English

Vietnam is aware of this and also promotes and encourages people to learn English, and the curriculum at all levels has English as the main subject A lot of English learners probably have to talk about the young, which have a high proportion of the current population

However, with the general level of foreign language ability of students in our country today can be said to be far behind other countries in the region In fact, after many years of studying English in high school, most students are almost unable to communicate, even the usual social sentences

Therefore, listening and speaking skills of Vietnamese students push me into studying on integrating these 2 skills in order to enhance especially their speaking techniques in social communication and working environment

2 Aim of the study

The study aims to:

 First of all, find out the learning methods of the students in universities and center on two most important skills for linguistic learners

 Secondly, to point out the teaching methods were applied in the universities and English centers, whether they are suitable anymore or have to be changed anything

3 Scope of the study

The paper presentation focused on listening and speaking skills of Vietnamese students in some universities and English centers

I would not miss out on teaching and learning methods that were applied because we have to look into two central object, they make the best evidence for this study

4 Methods of the study

The study on integrating listening and speaking skills to enhance students speaking skills was based on generally the survey questionnaires given to students in some universities and English centers Since, quantity and quality of the ways they learn and teach English would be partially objective

Also, online research was a very common way to get materials, information on theory of academic subjects such as listening skills and speaking skills

5 Design of the study

My study consists of three main parts:

Part 1 : mainly focused on the aim of the study, how did i get information and the scope of this project

Part 2 : mainly focused on Theoretical Background: what is listening and speaking skills students are learning, and methods of integrating these 2 skills at the same time

I am going to analyze everything with tables of data, my ideas on them and solutions

Part 3: Conclusion

Summary of the study, solutions and questions for further understanding of the study

Part 2: DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

1 Definition of the listening skills

To begin with, listening is the selection and assignment of meaning to sound When we listen we attempt to give importance to what we recognize and what

we want to hear In different words, we pick what information is essential to pay attention to, in order to strive to be capable to recognize the message any one is giving us in order to respond (Brewster, Ellis & Girard, 2002)

According to Rivers (1981), listening is an innovative skill The innovative part

of it happens when you recognize what action (or non-action) to take to guide what you hear, meaning that listeners must have an energetic function when listening in order to meet a specific purpose

Lindsay and Knight (2006) claim that people have different purposes when they listen To study a new language, for instance, it is essential to outline what listening reason you have – listening for precise details, listening for universal which means or thinking – to assist beginners prepare their thoughts and use shrewd guesswork to ensure beginners meet your listening cause Consequently, for this examine the focus became on developing listening for gist and listening for specific records skills Listening is the important skill that permits learners to use their other abilities Listening is the primary ability that permits beginners to apply their other abilities

Listening is the primary ability that permits beginners to apply their other abilities If a learner is capable of recognizing what they hear they'll have much less trouble speaking, as Rost (1994) mentions, because listening is absolutely important since it affords input for the learner Furthermore, if novices do no longer recognize the enter they acquire, the mastering process virtually cannot begin

Language mastering relies upon greatly on listening because the fact that it's far the ability that provides the primary impulse that initiates first, 2nd and foreign language learning that sustains the getting to discover manner (Morris & 6 Leavey, 2006) In addition, more than three quarters of what children learn in school happens through listening in the classroom (Hunsaker, 1990)

2 Types of listening

A widely wide-spread categorization of listening has been brought by Wolvin and Coakly ( 1988,1993)

2.1 General Listening Types:

The two main types of listening - the foundations of all listening sub-types are:

is made between the sounds of the voices of the parents – the voice of the father sounds different to that of the mother

Discriminative listening develops through childhood and into adulthood As we grow older and develop and gain more life experience, our ability to distinguish between different sounds is improved Not only can we recognize different voices, but we also develop the ability to recognize subtle differences in the way that sounds are made – this is fundamental to ultimately understanding what these sounds mean Differences include many subtleties, recognizing foreign

languages, distinguishing between regional accents and clues to the emotions and feelings of the speaker

Being able to distinguish the subtleties of sound made by somebody who is happy or sad, angry or stressed, for example, ultimately adds value to what is actually being said and, of course, does aid comprehension When discriminative listening skills are combined with visual stimuli, the resulting ability to ‘listen’

to body-language enables us to begin to understand the speaker 7 more fully – for example recognizing somebody is sad despite what they are saying or how they are saying it

“ Imagine yourself surrounded by people who are speaking a language that you cannot understand Perhaps passing through an airport in another country You can probably distinguish between different voices, male and female, young and old and also gain some understanding about what is going on around you based

on the tone of voice, mannerisms and body language of the other people You are not understanding what is being said but using discriminative listening to gain some level of comprehension of your surroundings.”

b Comprehensive Listening

Comprehensive listening involves understanding the message or messages that are being communicated Like discriminative listening, comprehensive listening

is fundamental to all listening sub-types

In order to be able use comprehensive listening and therefore gain understanding the listener first needs appropriate vocabulary and language skills Using overly complicated language or technical jargon, therefore, can be a barrier to comprehensive listening Comprehensive listening is further complicated by the fact that two different people listening to the same thing may understand the message in two different ways This problem can be multiplied in a group setting, like a classroom or business meeting where numerous different meanings can be derived from what has been said

Comprehensive listening is complimented by sub-messages from non-verbal communication, such as the tone of voice, gestures and other body language These non-verbal signals can greatly aid communication and comprehension but can also confuse and potentially lead to misunderstanding In many listening situations it is vital to seek clarification and use skills such as reflection aid comprehension

2.2 Specific Listening Types

Discriminative and comprehensive listening are prerequisites for specific listening types Listening types can be defined by the goal of the listening The three main types of listening most common in interpersonal communication are:

 Informational Listening (Listening to Learn)

 Critical Listening (Listening to Evaluate and Analyze)

 Empathetic Listening (Listening to Understand Feeling and Emotion)

a Informational Listening

Whenever you listen to learn something, you are engaged in informational listening This is true in many day-to-day situations, in education and at work, when you listen to the news, watch a documentary, when a friend tells you a recipe or when you are talked-through a technical problem with a computer Although all types of listening are ‘active’ – they require concentration and a conscious effort to understand Informational listening is less active than many

of the other types of listening When we’re listening to learn or be instructed we are taking in new information and facts, we are not criticizing or analyzing Informational listening, especially in formal settings like in work meetings or while in education, is often accompanied by note taking – a way of recording key information so that it can be reviewed later

Developing your informational listening skills is a great way to set yourself up if you’re starting a new job, beginning a new academic adventure, or fancy doing some self-development studies around things that really interest you

c Critical Listening Critical

Listening involves just that – being critical about what is being said, taking the important bits and making a judgment as needed Essentially, this type of listening is great in the business world – it helps listeners get to the point quickly and keeps things streamlined and efficient

By using critical listening as a skill, we can make decisions sooner as well as coming up with solutions to problems and analysis of situations much quicker

‘Critical’ can often have a negative connotation, but in this context, it simply means cutting through what is being said to lift out the most important, relevant parts

This is a great skill to learn when it comes to business meetings, anything involving finances, and any kind of high-stress situation By taking on board the most crucial information from what someone says, we can learn to reach a conclusion much sooner and more easily ‘Critical’ also means to scrutinize what is being said and take some things with a pinch of salt It requires us to seek the truth amongst the noise of opinion and exaggeration

Critical listening is a key part of the critical thinking process

d Empathic Listening

This is really similar to sympathetic listening, but takes things to a new level Rather than looking on as an observer and feeling for the person (be it sadness, anger, or joy!), empathetic listeners essentially experience the feelings for themselves This is a sign of a really close friendship or relationship – to feel someone’s pain or happiness is to love them and care deeply for them It can be quite intense at times and can really weigh deeply on the listener if they are not

careful This style of listening is also known as Therapeutic Listening, and for obvious reasons By putting ourselves in someone else’s shoes, we’re better able

to help them through their situation

Counsellors, therapists and some other professionals use therapeutic or empathic listening to understand and ultimately help their clients This type of listening does not involve making judgements or offering advice but gently encouraging the speaker to explain and elaborate on their feelings and emotions Skills such as clarification and reflection are often used to help avoid misunderstandings We are all capable of empathic listening and may practice it with friends, family and colleagues Showing empathy is a desirable trait in many interpersonal relationships – you may well feel more comfortable talking about your own feelings and emotions with a particular person They are likely

to be better at listening empathetically to you than others, this is often based on similar 10 perspectives, experiences, beliefs and values – a good friend, your spouse, a parent or sibling for example

3 Basic ways for students practice specific listening skills

3.1 Listen to your favorite subjects

It could be watching a late night football match, watching cooking shows, baking, flower arrangements, makeup, hair styling, cartoons, comedy and blog videos, TV shows actual, etc

However, when he said he took a little time to open the book, turn on the tape to listen to English, the inspiration dropped without braking, hearing 5 minutes started yawning, listening to 5 more, even though the ear is listening but my mind is I am traveling somewhere, it is gone This is completely normal, it must

be "holy" to have the patience and discipline to listen to the boring content in English textbooks

3.2 The audio materials suitable for your skills, levels

Listening to a lot is good, but if the content sounds too difficult, the topic is too intensive, listening a lot just stops at the level of being used to the sounds, but if you listen to the sounds forever but do not understand for a long time, it will result Depressed, even obsessed with English, especially for those who are just starting to learn English, English proficiency is still basic, do not crawl, do not rush to practice running

For a 4-year-old native English-speaking child, no one would let him practice listening by giving him the peak hours CNN, or read Harry Potter to him, but instead chose simple, relevant content suitable for the level

When listening to a content, an effective English listening practice is to understand 80% of that content

Whether it is in the form of radio shows, podcasts, movies or TV shows, it shouldn't be too difficult If you listen to a content that you only understand about 60%, surely you will feel discouraged and bored to study immediately If the listening content that you understand 100%, is yawning short, distracted, also bored with learning Try to find content that suits your level, not too easy, not too hard, aiming at 80% is ideal

To be able to choose the right listening content, it is necessary to know where your current level is The most common and most common English assessment standard is according to the Common European Framework of Reference (CEFR) Under this framework, English proficiency is divided into 6 levels from low to high, including: A1, A2, B1, B2, C1, C2

In English, tests such as TOEIC, TOEFL, and IELTS are carefully researched and developed to most accurately assess a candidate's English ability and TOEIC, TOEFL, and IELTS scores are also converted clearly through the Common European Framework of Reference The test papers for these tests are

available online, you can try and score yourself, and compare with the following chart to find out your current listening level

If you are lazy to find a topic about doing, then Exam English 10 ′ test also provides a relatively accurate assessment of your English listening skills

Once you know where your level is, it will be easy for you to find the listening content that suits your level You can google the search for songs on the CEFR level with the keyword "English listening material for CEFR level" or simply

"listening material"

3.3 Take not spelling, vocabulary and grammar

The purpose of dictation is to test your basic English vocabulary, grammar, and listening skills in detail

When spelling, you simply stop after each paragraph, or sentence, and try to record exactly what the speaker is referring to in the essay Look for each "s" or

"ed" tail of the word, trying to make it as perfect as possible In many places, you may feel that you do not know which word this word is, skip it and continue until you have completely transcribed your listening

Copy spelling will help you recognize your pronunciation errors, grammar, vocabulary My personal experience is that most of the learners with weak grammar will reveal many errors in this section, for example mistake "a", "the",

"in", "on" or lack of "es", " ed " The weak English pronunciation will have difficulty in grasping "keyword" - the important word in speech Those who listen well, have good pronunciation and are sure the grammar will capture everything

Get a piece of paper and a pen, turn on the tape and "note" what you understand Note, like step one, you do not stop the tape and listen to each sentence, but turn

In step one, you have understood the basic content of the speech, so the "take note" is mainly aimed at systematizing the content of the speech Because speaking speed is always faster than writing speed, you only "take note" of the most basic content, not write down everything you hear To make it easy to understand, imagine your boss assigning tasks, you have a piece of paper and a pen, jot down the task

3.4 Use transcripts of the materials you listened after practicing

You need the "transcript" of the speech to complete this final listening step Read the "transcript" of the speech, and compare it with your "dictation" to see why you heard it wrong or not This is very important for you to realize your weaknesses in listening: due to lack of vocabulary, poor pronunciation, or poor grammar? Once you know your weaknesses, you have the basis of concentration

to improve your English skills

Above are effective English listening practice methods for beginners But don't forget the most important method, which is persistence

4 Definition of the speaking skills

4.1 Definition of speaking skills?

Different people use the term “ speaking” in different ways, which can cause much confusion Speaking a foreign language usually seems much harder than learning to write and read it, especially to the first year English non- major students Often the most important problems people have with foreign language

is that they cannot speak their thinking and their ideas as well In fact, it is like a vicious circle: they make mistakes, they become afraid of speaking and thus they never get the practice which would able to correct their mistakes Most of the beginning learners do not understand exactly “ what is speaking?” We only regard speaking as a simple, easy process that involves speaking the words, the ideas…by speaking out what they think without the correct So, we had better

start by making sure that we are thinking about the same thing when we use this term As the first step, it would be useful to understand “what is speaking”

According to the Oxford Pocket dictionary of Current English 2009 “Speaking

is the action of conveying information or expressing one’s thoughts and feelings

in spoken language And speaking used to indicate the degree of accuracy intended in a statement or the point of view from which it is made.”

In the book “ Developing speaking skills” of David Scheter, published on 1999, there is a definition that: “ Speaking is to utter words or articulate sounds, as human beings to express thoughts by words, as the organs may be so obstructed that a man may not be able to speak”

Meanwhile in the book “ Collins Cobuild English for advanced learner 4th edition, published in 2007 defines that “ 14 Speaking is the activity of giving speech and talks, to indicate the opinion you are giving”

“ Speaking is also understood is the productive skill in the oral mode It, like the oral skills, is more complicated than it seems at first and involves more than just pronouncing words” ( In the website Lingua Link Library, Version 3.5, published on CD ROM by SIL International 1998)

4.2 What is speaking skills?

Speaking is the productive skill in the oral mode It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words

There are three kinds of speaking situations in which we find ourselves:

 Interactive

 Partially interactive



Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood Some few speaking situations may

be totally non-interactive, such as when recording a speech for a radio broadcast

Here are some of the micro-skills involved in speaking The speaker has to:

 Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them This includes making tonal distinctions

 Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said

 Use the correct forms of words This may mean, for example, changes in the tense, case, or gender

 Put words together in correct word order

 Use vocabulary appropriately

 Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner

 Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses

 Make the main ideas stand out from supporting ideas or information

 Make the discourse hang together so that people can follow what you are saying

5 Types of speaking

In speaking class, according to Burns, A & Joyce, H (1997), students

must be exposed to three key items:

5.1 Form-focused speaking

Form-focused instruction, that is, attention to details of pronunciation, grammar, vocabulary, and so forth… When learners begin speaking in another language, their speaking will need to be based on some form- focused learning An effective way to start is to base speaking on some useful, simple memorized phrases and sentences These may be greetings, simple personal description, and simple questions and answers As their proficiency and experience in the language develop, most of these sentences and phrases may be re-analyzed and

incorporated into the learners‟ system of knowledge of the language Language use based on memorization can be the starting point for more creative use of the language

5.2 Meaning-focused speaking

Meaning-focused instruction, that is, opportunities to produce meaningful spoken messages with real communicative purposes In addition to form-focused speaking, language learners should be exposed to and given chances to practice and use meaning-focused communication, in which they must both produce and listen to meaningful oral communication

5.3 Opportunities to improve fluency

Elements of all these above should be presented throughout a speaking program with emphasis on form-focused instruction at the elementary levels and as the learners‟ progress on meaning-focused instruction at the higher level

6 Basic ways for students practice speaking English

6.1 Improve your confidence ability before speaking

Take a moment to stand in front of the mirror and practice speaking Choose any topic in everyday life and spend 2-3 minutes just talking This method helps you

to adjust your mouth and tongue when practicing pronunciation many times to find the correct sound, as well as confidently look directly at the other person in communication

Speak continuously for 2 to 3 minutes Don't stop! If you get stuck on a word you don't know, try expressing the idea in a different way

You should always be able to look up the word pronunciation at the end of 2-3 minutes This will make sure you find out which words or sentences you are wondering about and it will also help you remember them for longer

6.2 Speak everywhere and every time

When you say you have no one to practice speaking with, I think you are forgetting a very important person That person is YOU Yes it is YOU Anytime you feel comfortable, you can talk to yourself Have you ever mumbled

to yourself your thoughts in Vietnamese? More or less a few times, right? Then why not mutter in English?

Read aloud what is going through your mind in English Grammar and vocabulary are fine, as long as you are allowed to speak out loud With such practice, you will no longer be afraid to speak English You will find speaking English as natural as Vietnamese

6.3 Toning in speaking, stress in speaking English

Did you know that every English word has an accent? For example, how would you say "Hello"? If you say "HEEllo", the listener will not understand that you

are greeting But heLLO, they will understand because you stress the sound

"LLO", which means that this sound is emphasized more than the sound "he" And yet, the same English word, if you press the wrong place, it will mean completely different For example the word "Present" If you say "PREsent" it means "Gift" But if you press "preSENT", the American will understand it as

"Presentation" Isn't that different from Vietnamese? That is why the English dictionary always has a phonetic part so you know where to stress the sound When you encounter new words to learn, always check the dictionary to see how

to pronounce words Seems like this is a bit of work, right? You can install the eJOY eXtension app to look up words and listen to pronunciation in seconds

In addition, you can refer to the principles of stress in English to predict the pronunciation of words Finally, do not forget to practice listening and watching English anytime, anywhere so that you can immerse yourself in the speaking style of native speakers Listening a lot and parodying a lot will create a natural reflex that requires minimal effort Below I will share how to listen and parody how

6.4 Learn phrases, not word for word

You can use the correct grammar and vocabulary, but you still don't know how native speakers will say it When you hear them say something weird like

"What's up?", Did you know that this sentence has the same meaning as "How

do you feel today?" that you learned? The sentence "How are you doing?" also Indigenous people often use these alternative phrases When speaking, use slang phrases or idioms that will definitely help you speak more naturally

7 Relationship between speaking skills and listening skills in social communication

these two skills When they are integrated through information-gap tasks, students might see the actual outcome and become more willing to practice to achieve more success in communicating their ideas

In real life, listening and speaking are always in integration, so teachers should teach these two skills in an interacted way Although the students may know how to listen and speak in the language, they may still not be able to communicate in this language mainly because these skills are not used in integration

Integration of skills exposes English language learners to authentic language and challenges them to interact naturally in the language By this way, English becomes a real means of interaction and sharing among people In addition to this, it allows the teacher to color his/her lesson with varieties because the range

of tasks is wider